Effect of Pairing by Ability on Performance, Physical Activity, and Time-on-Task During Reciprocal Peer Teaching in Swimming

Madou, Tom; Iserbyt, Peter

doi:10.18666/tpe-2018-v75-i5-8326

Cited by 8 publications

(4 citation statements)

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“…The results of study indicated peer tutoring intervention group have a higher level of the positive attitude to work in small groups in total score than control group, that can be explain through tutor interactions and class relationships, that the students choose the way that fit tutee in swimming classes and that require positive interdependence to achieve their common tasks. This findings consistent with the studies of (Eldessouki, 2016;Madou & Iserbyt, 2018) which indicated that peer-wide tutoring interactions improved because tutors helping and motivate each other's to achieve their goals. This findings inconsistent with the study of (Rohrbeck, Ginsburg-Block, Fantuzzo, & Miller, 2003) which confirmed that peer tutoring is not effective strategy especially with younger students.…”

Section: Discussionsupporting

confidence: 91%

“…The study of (Mubark et al, 2009) indicated that peer tutoring and multi levels intervention group had more positive effects in streamline position, freestyle kicking, and backstroke kicking skills than control group after 8 weeks swimming program. (Madou & Iserbyt, 2018) examined effect of peer tutoring on freestyle swimming performance, task time achievement, and physical activity levels in four swimming learning classes, the results showed positive effects on swimming performance, time on task, and physical activity levels acquired in swimming classes. (Dong et al, 2018) suggested employing peer tutoring learning strategies especially when students learn difficult topics.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Class wide peer tutoring on learning Backstroke swimming skills and attitude to work in small groups

Wahab

2019

International Journal of Sports Science and Arts

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The study aimed to investigate the effect of Class-wide peer tutoring cooperative learning on backstroke learning swimming performance of novice pre-service students at department of physical education and kinesiology department at Qassim University. The study sample were 60 novice students at the first year and second semester (age= 18.4 SD=1.9) were randomly assigned in two groups (experimental and control) each group had 30 students. Experimental group exposed to Class wide peer tutoring cooperative learning and control group exposed to traditional teaching method. The intervention program lasted for 6 weeks. Students evaluated in 25-meter backstroke swimming performance with pull boy between their thighs. The results showed there is significant differences between the two groups in backstroke swimming performance. The results also indicated that the experimental group had more positive attitude to work together in small group and had positive interaction between. The study recommended to use Class wide peer tutoring cooperative learning to teach backstroke swimming performance to preservice novice students at the faculties and departments of physical education because the students at the peer tutoring group enjoyed the active learning engagement in swimming lectures than traditional methods, and had more positive attitude to work together.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Effect of Class wide peer tutoring on learning Backstroke swimming skills and attitude to work in small groups

Wahab

2019

International Journal of Sports Science and Arts

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“…Indeed, in traditional approaches for games teaching students might be put into different teams every lesson which allows the higher-ability players to dominate game play, leaving less learning opportunities for low-ability players. In addition, like in mixed-ability reciprocal peer learning settings, an 'expert-novice' relationship might have contributed to the learning effect of lower ability students in the sport education teams [51,52). In the study by Mahedero et al [40] it was reported that because of the persisting teams, higher-ability students made deliberate efforts to help their lower-ability peers to improve the performance of the team.…”

Section: Discussionmentioning

confidence: 99%

Physical Activity and Game Play Ability in a High School Sport Education Basketball Season

Iserbyt¹,

Dehandschutter²,

Leysen³

et al. 2022

saj

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To date, there is limited research investigating physical activity levels during a sport education season in high school physical education settings and how these are affected by ability levels. The aim of this study was to investigate (1) how students' game play in basketball would improve during a sport education season as a function of ability level, and (2) how students' MVPA levels differ as a function of game play ability. One class with 21 high school students (aged 16-18) participated in a 14-day sport education basketball season. Prior to and upon completion of the season, students' 3v3 basketball game play performance was assessed. Three mixed ability teams were composed with an equal gender distribution. The System of Observing Fitness Instruction Time (SOFIT) was used to collect students' MVPA during the season. Repeated measures ANOVA detected a significant improvement in game play ability from 52% (range: 28%-68%) to 84% (range: 60%-100%) for high-as well as low-ability students, p < .001. High-ability students engaged in MVPA for 65% during team practice and 49% during game play. Low-ability students had consistently lower MVPA values than high-ability students (41% vs 55%), p <.01, with 56% of MVPA during team practice and 34% during game play. All students spent more than 40% of team practice and game play in vigorous physical activity. We concluded that both high-and low-ability high school students improved their game play and their ability level affected MVPA levels during the sport education basketball season. High-ability students met the 50% MVPA benchmark during team practice and game play, whereas low-ability students only met this guideline during team practice.

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“…Furthermore, CWPT created a learning environment that encouraged experimentation and discovery and supported the successful use of this technique. According to Eldessouki (2016) and Madou & Iserbyt (2018), peer tutoring increases student involvement and motivation, which aids in the achievement of their goals. Similar to this, Agu and Azih (2019) claimed that peer tutoring significantly improves students' academic performance compared to those who are exposed to traditional methods and helps all students feel like they are a part of the learning process.…”

Section: Introductionmentioning

confidence: 99%

Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry

Nwafor,

Ezeanya,

Onuigwe

2023

edu

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There is an urgent need to improve students’ achievement in Chemistry in Nigeria using innovative teaching methods due to the available empirical evidence. This study therefore examined the effect of CWPT (class-wide peer tutoring) on the academic achievement of chemistry students in Anambra State, Nigeria. Additionally, it looked into the moderating effect of gender on students' chemistry achievement as well as the interplay between gender and instructional tactics. Data was gathered from 78 Senior Secondary two (SS2) Chemistry students using a 30 multiple-choice items Chemistry achievement test created by researchers. The Kendall's Coefficient of Concordance (w) was used to get the reliability index for CAT, which was 0.92. Pre-test and post-test non-equivalent control group quasi-experimental design was the methodology utilized in the study. Mean and standard deviation were used to respond to the study questions, and ANCOVA was used to assess the hypotheses. The findings of the investigation showed that CWPT improves students' achievement in chemistry more than the lecture technique does. Additionally, neither gender nor the interaction between gender and instructional strategies had a statistically significant impact on students' achievement in chemistry. It was concluded that CWPT promotes gender equity in chemistry learning and Improves students’ achievement in Chemistry.

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Effect of Pairing by Ability on Performance, Physical Activity, and Time-on-Task During Reciprocal Peer Teaching in Swimming

Cited by 8 publications

References 0 publications

Effect of Class wide peer tutoring on learning Backstroke swimming skills and attitude to work in small groups

Effect of Class wide peer tutoring on learning Backstroke swimming skills and attitude to work in small groups

Physical Activity and Game Play Ability in a High School Sport Education Basketball Season

Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry

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